Edmodo is a new and powerful online service for educators to communicate with students, conduct virtual classes, and collaborate with each other. Often, a teacher has trouble integrating web collaboration technology with their traditional classrooms. This unit gives a brief primer of how Edmodo can be used by a secondary education teacher. Learning some basic features will enable to teacher to immediately use the online service in his or her class.
Introduction to the Unit This unit consists of four lessons, each one focused on one of the basic features available to Edmodo users. The lessons will take the learner from initial account provisioning to connecting with students and parents, and they conclude by demonstrating the communication and collaboration tools available to the learner.
Learning Objectives
This unit's goal is to give a secondary education teacher a basic proficiency with Edmodo's service offering.
The learner will be able to create his or her own account using Edmodo.
The learner will be able to have students create an Edmodo account and link it to his or her instructor account using the groups feature of the program.
The learner will be able to give parents directions to access Edmodo either by directly logging in through the student account or creating his or her own account that is linked to a student account.
The learner will be able to communicate to students through Edmodo by posting messages in Edmodo.
Structure of this guide This guide contains the following training material:
Pre-workshop planning
Material preparation
Instructional content
Lesson 1 - Create your Edmodo account
Lesson 2 - Link a student account to your group
Lesson 3 - Provide parent access to your group
Lesson 4 - Interact with your group
Final assessment
Section II: Pre-workshop Planning
Giving Participants Advance Information
"Often, the instructional designer is responsible for program promotion" (Morrison, Ross, Kalman, & Kemp, 2011, p. 417). This may involve preparing advertising with a newsletter, writing promotional emails and sending them out, and creating flyers. After creating and printing these items, the instructional designers will also be responsible for distributing them. I think all three of these communication methods would be valuable to use to inform local teachers of the training. Also, because this training could potentially be completed online in a self-paced environment, advertising the training with an online flyer is also a good idea. It would be difficult but possible for us to find free teacher resource websites that would allow us to upload a flyer with a website to sign people up for the training. The flyers and emails should include information about the flexibility options of the training, registration information, optional times for group presentations, and most importantly, information about Edmodo. I would include a list of twenty things that teachers can do with Edmodo, describe some sample projects or scenarios for classroom opportunities, and justify the use of the program by citing the importance of technology use in a classroom full of digitized students.
Student Groupings Because teachers have busy schedules, it would be wise to consider allowing teachers to form teams at their schools and choose their student groupings so they can collaborate in smaller groups and decide when to meet to perform parts of the training. In a traditional training setting where teachers would come to a centralized location and attend a group presentation, grouping teachers from different buildings or subject areas can encourage extended collaboration and help teachers see new perspectives and learn different approaches to teaching. Lastly, because Edmodo has built-in grouping capabilities, trainers could decide to group students based on state or region (or school), or subject/content area across the country.
Preparing Participants In order to have success with an online-based training module such as this Edmodo training, teachers will need to have basic computer skills. I propose an optional basic web tutorial to teach our students the basics of internet usage and educate them on social network sites. During this time, it would be useful to compare and contrast social network sites like Facebook with Edmodo in order to illustrate how Edmodo is secure and appropriate technology for education that appeals to students because of its similarities to Facebook. Depending on the method of delivery for the training (onsite or online, or a mixture of both) students might also need information on connecting to the internet at the site of the training, or they might need log in access to a computer network for a school district. Then of course, students will need access to an electronic or hard copy set of directions to get them started with the training. While most of the class will occur online in the Edmodo classroom, there are some steps, such as logging in for the first time or signing up for Edmodo as a student and as a teacher, that will need to be explained. This would be an appropriate task for a whole group presentation method of instruction, but if not, these directions could be easily accessed online through a website with links to Edmodo along with steps to follow. Participants would need access to this website through an email (perhaps a confirmation email that is sent out upon receiving confirmation of registration for the training). Section III: Instructional environment, equipment, and materials
Instructional Environments This course would be the most effective if it was offered as a self-paced learning environment. “Much evidence supports the belief that optimum learning takes place when a student works at his or her own pace, is actively involved in performing specific learning tasks, and experiences success in learning, “ (Morrison, Ross, Kalman, & Kemp, 2011). In this environment students would learn the Edmodo program by first putting themselves in the role of a student and working through tasks in a classroom environment the way their students would work in their classroom. This set up offers the learner a chance to perform “learning activities are carefully designed to address specific objectives,” (Morrison et. al., 2011). The learner’s mastery is checked before they move on and feedback is immediate for the learners in this training program since the tasks are designed to cause the learner to accomplish a goal through program interaction, (Morrison et. al., 2011). Although, the learner is working at their own pace the instructor is still available if the learner needs assistance. All of these qualities of the program are important features for a self-paced learning environment. Although, this training is meant to occur as self-paced learning it can also be accomplished in a traditional group presentation. This type of environment occurs the learners will have to rely on notes and the instructional booklet for their instruction. Even though this is not the intended environment, the training could still be conducted effectively. The instructor would have to be prepared to be “interesting, enthusiastic, and challenging” so that will keep the learner engaged, (Morrison et. al., 2011). The instructor will also have to gauge learning of the entire group themselves and make adjustments that are appropriate for both the individuals and the whole group.
Equipment and Materials
Considerations for the delivery environment
Computer Lab. This training would be more easily held in a lab space where computers were already provided for the participants. This would ensure there were adequate power supplies and spacing for all participants. It would also allow for an optimum amount of participants because a maximum number could be established based on the available computer spaces. In this type of environment, there is generally a technical support office available that should be able to ensure the training program is running properly before the training begins.
Tables. The delivery environment could also be a room where there is adequate table space for the participants to use their own technology. However, this could pose a problem because personal laptops and devices may not be compatible with the training program, and individuals may not be familiar enough with their technology to be able to troubleshoot problems that may arise.
Equipment and materials
Computers. Computers or equipment should be tested before the training to ensure the training program is compatible with the software being used, and that participants will be able to have an optimum experience.
Projector. If instruction is happening in group presentation setting, a projector will need to be provided so that all participants will be able to see the presentation comfortably.
Sound Delivery. Participants should either be required to bring or provided with headphones or another type of personal sound delivery method since the program is self-paced.
Handouts and media support
Technical support. Media support will be important. Participants may need help troubleshooting their own devices, or the instructor may need help with the provided devices for the training. Technical support would also be important if problems arose during the training.
Instructional Booklet. The handout would be easily fabricated using a copier or could be outsourced through another printing agency. It should be colorful, detailed, and provide the learner with enough information to be successful after the training.
Section VI: Instructional delivery and sequencing
Describe all activities from both the facilitator and student perspectives. What will the facilitator and students do during each activity or event? Overview of Lesson One
Objective: The learner will be able to create their own account using Edmodo. Learners will be either a large group or small groups depending upon the number of learners. The facilitator of this lesson will introduce the structure of Edmodo and explain to the students or learners the purpose of the training and how it will benefit the teachers in communicating with both their students and the students' parents. The facilitator will use a Prezi presentation that shows a graphic of the Edmodo site, with emphasis on the creating accounts sections that the learner should be aware of as they proceed with learning its function. An explanation for each section of creating the account will go along with the presentation. Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective. Overview of Lesson Two
Objective: The learner will be able to have students create an Edmodo account and link it to their instructor account using the groups feature of the program. Learners will be either a large group or small groups depending upon the number of learners. The facilitator will use a PowerPoint presentation that shows a graphic of the Edmodo site, with emphasis on the linking and grouping sections as well as the process for linking and grouping. An explanation for each section of creating the linking and adding to groups will go along with the presentation. Following the presentation, all the learners will use Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective. Overview of Lesson Three
Objective: The learner will be able to give parent directions to access Edmodo either by directly logging in through the student account or create their own account that is linked to a students account. The facilitator will use a PowerPoint presentation that shows a graphic of the Edmodo site, with emphasis on the logging in section that the learner should be aware of as they proceed with learning its function. An explanation for each section of logging in the account will go along with the presentation. Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective. Overview of Lesson Four
Objective: The learner will be able to communicate with students through Edmodo by posting messages in Edmodo. Learners will be either a large group or small groups depending upon the number of learners. The facilitator will use a Prezi presentation that shows a graphic of the Edmodo site, with emphasis on how to post messages and other communication sections that the learner should be aware of as they proceed with learning its function. An explanation for each section of posting messages and communicating with the students will go along with the presentation. Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective. Section V: Assessment of learning
Pre-Assessment Strategies
Pre-Assessment strategies can be very beneficial before beginning any training. The first advantage to pre-assessing is that this allows the instructor to have the information on where training needs to begin. Another advantage is that it allows the instructor to have comparison data to assess the information learned from the training using pre-assessment and post-assessment information. To begin the pre-assessment period, learners will need to identify terms specific to computer usage. They will also need to have a prior email address and will also need to have a password for use in creating their account in Edmodo. The instructor can verbally ask questions and verify that everyone has the required skills and information to begin instruction. Formative Assessment Strategies Formative assessment will occur and be ongoing during the training. This assessment allows the instructor to determine if the instruction should be altering during the class in any way to allow the learners optimum learning instruction in the training session. This also allows for qualitative feedback during the instructional process rather than a written score. Ideally this will take place as the students are creating and using their accounts they create in Edmodo. The students will be able to let the instructor know by their feedback during the training if the instruction is working or needs to be adapted or changed to meet the needs of the learners. Summative Assessment Strategies
Summative assessment gives the instructor needed information on the outcomes of the lesson and whether objectives have been met. It can also give the instructor feedback on whether the instructional method was successful or will need to be changed for future instruction to achieve more successful outcomes.
At the conclusion of the lesson, summative assessment can be obtained by using the same questioning methods used to determine prior knowledge during the pre-assessment strategy section of the lesson. Also the most appropriate assessment of the training would be if the learners are able to create and successfully use their Edmodo accounts for the stated objectives.
Implementation Plan and Facilitator Guide
Section I: Unit OverviewBackground and goals
Edmodo is a new and powerful online service for educators to communicate with students, conduct virtual classes, and collaborate with each other.Often, a teacher has trouble integrating web collaboration technology with their traditional classrooms. This unit gives a brief primer of how Edmodo can be used by a secondary education teacher. Learning some basic features will enable to teacher to immediately use the online service in his or her class.
Introduction to the Unit
This unit consists of four lessons, each one focused on one of the basic features available to Edmodo users. The lessons will take the learner from initial account provisioning to connecting with students and parents, and they conclude by demonstrating the communication and collaboration tools available to the learner.
Learning Objectives
This unit's goal is to give a secondary education teacher a basic proficiency with Edmodo's service offering.
- The learner will be able to create his or her own account using Edmodo.
- The learner will be able to have students create an Edmodo account and link it to his or her instructor account using the groups feature of the program.
- The learner will be able to give parents directions to access Edmodo either by directly logging in through the student account or creating his or her own account that is linked to a student account.
- The learner will be able to communicate to students through Edmodo by posting messages in Edmodo.
Structure of this guideThis guide contains the following training material:
- Pre-workshop planning
- Material preparation
- Instructional content
- Lesson 1 - Create your Edmodo account
- Lesson 2 - Link a student account to your group
- Lesson 3 - Provide parent access to your group
- Lesson 4 - Interact with your group
- Final assessment
Section II: Pre-workshop PlanningGiving Participants Advance Information
"Often, the instructional designer is responsible for program promotion" (Morrison, Ross, Kalman, & Kemp, 2011, p. 417). This may involve preparing advertising with a newsletter, writing promotional emails and sending them out, and creating flyers. After creating and printing these items, the instructional designers will also be responsible for distributing them. I think all three of these communication methods would be valuable to use to inform local teachers of the training. Also, because this training could potentially be completed online in a self-paced environment, advertising the training with an online flyer is also a good idea. It would be difficult but possible for us to find free teacher resource websites that would allow us to upload a flyer with a website to sign people up for the training.The flyers and emails should include information about the flexibility options of the training, registration information, optional times for group presentations, and most importantly, information about Edmodo. I would include a list of twenty things that teachers can do with Edmodo, describe some sample projects or scenarios for classroom opportunities, and justify the use of the program by citing the importance of technology use in a classroom full of digitized students.
Student Groupings
Because teachers have busy schedules, it would be wise to consider allowing teachers to form teams at their schools and choose their student groupings so they can collaborate in smaller groups and decide when to meet to perform parts of the training. In a traditional training setting where teachers would come to a centralized location and attend a group presentation, grouping teachers from different buildings or subject areas can encourage extended collaboration and help teachers see new perspectives and learn different approaches to teaching. Lastly, because Edmodo has built-in grouping capabilities, trainers could decide to group students based on state or region (or school), or subject/content area across the country.
Preparing Participants
In order to have success with an online-based training module such as this Edmodo training, teachers will need to have basic computer skills. I propose an optional basic web tutorial to teach our students the basics of internet usage and educate them on social network sites. During this time, it would be useful to compare and contrast social network sites like Facebook with Edmodo in order to illustrate how Edmodo is secure and appropriate technology for education that appeals to students because of its similarities to Facebook. Depending on the method of delivery for the training (onsite or online, or a mixture of both) students might also need information on connecting to the internet at the site of the training, or they might need log in access to a computer network for a school district. Then of course, students will need access to an electronic or hard copy set of directions to get them started with the training. While most of the class will occur online in the Edmodo classroom, there are some steps, such as logging in for the first time or signing up for Edmodo as a student and as a teacher, that will need to be explained. This would be an appropriate task for a whole group presentation method of instruction, but if not, these directions could be easily accessed online through a website with links to Edmodo along with steps to follow. Participants would need access to this website through an email (perhaps a confirmation email that is sent out upon receiving confirmation of registration for the training).
Section III: Instructional environment, equipment, and materials
Instructional Environments
This course would be the most effective if it was offered as a self-paced learning environment. “Much evidence supports the belief that optimum learning takes place when a student works at his or her own pace, is actively involved in performing specific learning tasks, and experiences success in learning, “ (Morrison, Ross, Kalman, & Kemp, 2011). In this environment students would learn the Edmodo program by first putting themselves in the role of a student and working through tasks in a classroom environment the way their students would work in their classroom. This set up offers the learner a chance to perform “learning activities are carefully designed to address specific objectives,” (Morrison et. al., 2011). The learner’s mastery is checked before they move on and feedback is immediate for the learners in this training program since the tasks are designed to cause the learner to accomplish a goal through program interaction, (Morrison et. al., 2011). Although, the learner is working at their own pace the instructor is still available if the learner needs assistance. All of these qualities of the program are important features for a self-paced learning environment.
Although, this training is meant to occur as self-paced learning it can also be accomplished in a traditional group presentation. This type of environment occurs the learners will have to rely on notes and the instructional booklet for their instruction. Even though this is not the intended environment, the training could still be conducted effectively. The instructor would have to be prepared to be “interesting, enthusiastic, and challenging” so that will keep the learner engaged, (Morrison et. al., 2011). The instructor will also have to gauge learning of the entire group themselves and make adjustments that are appropriate for both the individuals and the whole group.
Equipment and Materials
Considerations for the delivery environment
- Computer Lab. This training would be more easily held in a lab space where computers were already provided for the participants. This would ensure there were adequate power supplies and spacing for all participants. It would also allow for an optimum amount of participants because a maximum number could be established based on the available computer spaces. In this type of environment, there is generally a technical support office available that should be able to ensure the training program is running properly before the training begins.
- Tables. The delivery environment could also be a room where there is adequate table space for the participants to use their own technology. However, this could pose a problem because personal laptops and devices may not be compatible with the training program, and individuals may not be familiar enough with their technology to be able to troubleshoot problems that may arise.
Equipment and materials- Computers. Computers or equipment should be tested before the training to ensure the training program is compatible with the software being used, and that participants will be able to have an optimum experience.
- Projector. If instruction is happening in group presentation setting, a projector will need to be provided so that all participants will be able to see the presentation comfortably.
- Sound Delivery. Participants should either be required to bring or provided with headphones or another type of personal sound delivery method since the program is self-paced.
Handouts and media support- Technical support. Media support will be important. Participants may need help troubleshooting their own devices, or the instructor may need help with the provided devices for the training. Technical support would also be important if problems arose during the training.
- Instructional Booklet. The handout would be easily fabricated using a copier or could be outsourced through another printing agency. It should be colorful, detailed, and provide the learner with enough information to be successful after the training.
Section VI: Instructional delivery and sequencingDescribe all activities from both the facilitator and student perspectives. What will the facilitator and students do during each activity or event?
Overview of Lesson One
Objective: The learner will be able to create their own account using Edmodo. Learners will be either a large group or small groups depending upon the number of learners.
The facilitator of this lesson will introduce the structure of Edmodo and explain to the students or learners the purpose of the training and how it will benefit the teachers in communicating with both their students and the students' parents.
The facilitator will use a Prezi presentation that shows a graphic of the Edmodo site, with emphasis on the creating accounts sections that the learner should be aware of as they proceed with learning its function. An explanation for each section of creating the account will go along with the presentation.
Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective.
Overview of Lesson Two
Objective: The learner will be able to have students create an Edmodo account and link it to their instructor account using the groups feature of the program. Learners will be either a large group or small groups depending upon the number of learners.
The facilitator will use a PowerPoint presentation that shows a graphic of the Edmodo site, with emphasis on the linking and grouping sections as well as the process for linking and grouping. An explanation for each section of creating the linking and adding to groups will go along with the presentation.
Following the presentation, all the learners will use Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective.
Overview of Lesson Three
Objective: The learner will be able to give parent directions to access Edmodo either by directly logging in through the student account or create their own account that is linked to a students account.
The facilitator will use a PowerPoint presentation that shows a graphic of the Edmodo site, with emphasis on the logging in section that the learner should be aware of as they proceed with learning its function. An explanation for each section of logging in the account will go along with the presentation.
Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective.
Overview of Lesson Four
Objective: The learner will be able to communicate with students through Edmodo by posting messages in Edmodo. Learners will be either a large group or small groups depending upon the number of learners.
The facilitator will use a Prezi presentation that shows a graphic of the Edmodo site, with emphasis on how to post messages and other communication sections that the learner should be aware of as they proceed with learning its function. An explanation for each section of posting messages and communicating with the students will go along with the presentation.
Following the presentation, all the learners will begin using Edmodo with their computers in the training room. The facilitator will assist as needed and answer any questions before moving on to the next objective.
Section V: Assessment of learning
Pre-Assessment Strategies
Pre-Assessment strategies can be very beneficial before beginning any training. The first advantage to pre-assessing is that this allows the instructor to have the information on where training needs to begin. Another advantage is that it allows the instructor to have comparison data to assess the information learned from the training using pre-assessment and post-assessment information.
To begin the pre-assessment period, learners will need to identify terms specific to computer usage. They will also need to have a prior email address and will also need to have a password for use in creating their account in Edmodo. The instructor can verbally ask questions and verify that everyone has the required skills and information to begin instruction.
Formative Assessment Strategies
Formative assessment will occur and be ongoing during the training. This assessment allows the instructor to determine if the instruction should be altering during the class in any way to allow the learners optimum learning instruction in the training session. This also allows for qualitative feedback during the instructional process rather than a written score.
Ideally this will take place as the students are creating and using their accounts they create in Edmodo. The students will be able to let the instructor know by their feedback during the training if the instruction is working or needs to be adapted or changed to meet the needs of the learners.
Summative Assessment Strategies
Summative assessment gives the instructor needed information on the outcomes of the lesson and whether objectives have been met. It can also give the instructor feedback on whether the instructional method was successful or will need to be changed for future instruction to achieve more successful outcomes.
At the conclusion of the lesson, summative assessment can be obtained by using the same questioning methods used to determine prior knowledge during the pre-assessment strategy section of the lesson. Also the most appropriate assessment of the training would be if the learners are able to create and successfully use their Edmodo accounts for the stated objectives.